ministry of education, arts and culture · the syllabus is designed to meet the requirements of the...

Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

FOR IMPLEMENTATION IN 2019 FOR FIRST EXAMINATION IN 2020

HISTORY SYLLABUS

ORDINARY LEVEL

SYLLABUS CODE: 6138

Grades 10 - 11

Ministry of Education, Arts and Culture National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, Arts and Culture 2018 NSSCO History Ordinary level Syllabus Grades 10 &11 ISBN: 978-99945-2-199-9 Printed by NIED Website: http://www.nied.edu.na Publication date: 2018

Table of contents

1. Introduction .................................................................................................................... 1

2. Rationale........................................................................................................................ 2

3. Aims ............................................................................................................................... 2

4. Additional Information .................................................................................................... 3

5. Learning content ............................................................................................................ 4

6. Assessment objectives ................................................................................................. 19

7. Scheme of assessment ................................................................................................ 20

8. Grade descriptions ....................................................................................................... 22

9. Glossary of terms ......................................................................................................... 23

NSSCO History Syllabus, NIED 2018 1

1. INTRODUCTION

The Namibia Senior Secondary Certificate for Ordinary Level (NSSCO) for History is designed as a two year course for examination after completion of the Junior Secondary Certificate. The syllabus is designed to meet the requirements of the Curriculum Guide for Formal Senior Secondary Education for Namibia and has been approved by the National Examination, Assessment and Certification Board (NEACB). The National Curriculum Guidelines, applicable at the stage of senior secondary education (Grades 10 and 11) and at equivalent stages of non-formal education, as a part of life-long learning, recognise the uniqueness of the learner and adhere to the philosophy of learner-centred education.

The Namibia National Curriculum Guidelines aim to:

recognise that learning involves developing values and attitudes as well as knowledge and skills;

promote self-awareness and an understanding of the attitudes, values and beliefs of others in a multilingual and a multi-cultural society;

encourage respect for human rights and freedom of speech;

provide insight and understanding of crucial ‘global’ issues in a rapidly changing world which affect quality of life: the AIDS pandemic, global warming, environmental degradation, misdistribution of wealth, expanding and increasing conflicts, the technological explosion and increased connectivity;

recognise that as information in its various forms becomes more accessible, learners need to develop higher cognitive skills of analysis, interpretation and evaluation to use information effectively;

seek to challenge and to motivate learners to reach their full potential and to contribute positively to the environment, economy and society.

Thus the Namibian National guidelines provide opportunities for developing essential key skills across the various fields of study. Such skills cannot be developed in isolation and may differ from context to context according to the field of study.


History contributes directly to the development of the six skills marked*:

Communication skills*

Numeracy skills

Information skills*

Problem-solving skills*

Self-management and Competitive skills

Social and Co-operative skills*

Physical skills

Work and Study skills*

Critical creative thinking skills*

2. RATIONALE

History is the participation in the social, civic, political, economic, cultural and natural environment and is central to this area of learning. It includes understanding and interpreting past and present human behaviour and experience, and how they influence events,

circumstances and the environment. 3. AIMS The aims of the syllabus are the same for all learners. These are set out below and describe the educational purposes of a course in History for the NSSCO examination. They are not listed in order of priority. The aims are to enable learners to:

stimulate interest in and enthusiasm about the past;

promote the acquisition of knowledge and understanding of human activity in the past, in order to understand the present;

ensure that the learners’ knowledge is rooted in an understanding of the nature and use of historical evidence from various sources, e.g. The Directorate of Library and Information Services;

promote an understanding of the nature of cause and consequence, continuity and change, similarity and difference;

provide a sound basis for further study and the pursuit of personal interest;

acquire skills for inquiry, communication, critical analysis and the drawing of balanced judgment and problem solving;

encourage national, regional and international understanding; - acquire in-depth knowledge and understanding of the history of the peoples of

Namibia through the following stages: pre-colonial, colonial and post-colonial; - acquire an understanding of the histories of other peoples in Southern Africa and the

rest of Africa; - acquire historical understanding of the international relations in the context of the

global information age.


4. ADDITIONAL INFORMATION 4.1 Guided learning hours The NSSCO level syllabuses are designed on the assumption that learners have about 130 guided learning hours per subject over the duration of two years, but this is for guidance only. The number of hours required to gain the qualification may vary according to local conditions and the learners’ prior experience of the subject. The National Curriculum for Basic Education (NCBE) indicates that this subject will be taught for 8 periods of 40 minutes each per 7-day cycle, or 6 periods of 40 minutes each per 5-day cycle, over two years. 4.2 Prior learning Subject where learners are required to have done such specific subject in JS Grades 8-9. It is recommended that learners who are beginning this course should have previously studied History. 4.3 Progression NSSCO levels are general qualifications that enable learners to progress either directly to employment, or to proceed to further qualifications. Learners who are awarded grades C to A* in NSSCO are well prepared to follow courses leading to Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) level History. 4.4 Support materials and approved textbooks NSSCO syllabuses, question papers and examiner’s reports are sent to all schools. Assessment manuals in subjects, where applicable are sent to schools. Approved learning support materials are available on the Senior Secondary Textbook Catalogue for Schools.

NSSCO History Syllabus, NIED 2018

4

5. Learning content

All learners must study the learning content with reference to the assessment objectives listed under Knowledge with Understanding.

TOPICS

GENERAL OBJECTIVES

Learners will:

SPECIFIC OBJECTIVES Learners should be able to:

5.1 Theme : International relations since 1919

5.1.1Treaty of Versailles and its

impact 1919-23

understand whether the Peace Treaty of 1919 was fair

discuss the motives and aims of the Big Three at Versailles

explain why all the victors did not get everything they wanted

discuss the impact of the peace treaty on Germany up to 1923

evaluate whether the treaty could be justified at the time.

Specified content: Treaty of Versailles and its impact 1919-23: The roles of individuals such as George Clemenceau, Woodrow Wilson and Lloyd George in the peacemaking process. The terms and impact of the treaty of Versailles and the impact of the treaty on Germany up to 1923.

5.1.2 League of Nations

understand to what extent the League of Nations was a success or a failure

discuss the successes and failures of the League in the 1920s

discuss the successes and failures of the League in the 1930s

explain to what extent weaknesses in the League’s organisation made failure inevitable

discuss how far the Depression made the work of the League more difficult

evaluate how successful the League was in the 1930s.

evaluate the work of the League's agencies


5

TOPICS

GENERAL OBJECTIVES

Learners will:


Specified content: The League of Nations: Strengths and weaknesses in its structure and organisation, successes and failures in peacekeeping during the 1920s, the impact of the Depression on the work of the League after 1929, the failures of the League in the 1930s and the increasing militarism of Italy and Japan, with reference to Abyssinia and Manchuria, the work of the League's agencies.


6

TOPICS

GENERAL OBJECTIVES

Learners will:


5.1.3 The collapse of international peace

understand reasons for the collapse of international peace by 1939

discuss the impact of the Treaty of Versailles of 1919-23

explain the consequences of the failures of the League in the 1930s

evaluate whether Hitler’s foreign policy caused the outbreak of the war in 1939

evaluate whether the policy of appeasement was successful

explain the importance of the Nazi-Soviet pact (non-aggression pact, Molotov-von Ribbentrop pact)

explain why Britain and France declared war on Germany in September 1939.

Specified content: The collapse of international order in the 1930s: the increasing militarism of Germany, Hitler’s foreign policy to 1939: the Saar, remilitarisation of the Rhineland, Anschluss with Austria, Appeasement, crises over Czechoslovakia and Poland, The Nazi-Soviet pact , the outbreak of war.

5.1.4 The Cold War evaluate who was to be blame for the Cold War

discuss why the USA-USSR alliance began to break down in 1945

explain how the USSR gained control of Eastern Europe by 1948

discuss how the USA reacted to Soviet expansionism in Eastern Europe

explain the consequences of the Berlin Blockade

determine who was to blame for starting the Cold War, the USA or the USSR

determine who benefited from the Cuban Missile Crisis

explain why the USA lost the Vietnam War

evaluate the impact of the Vietnam War on the environment.

Specified content: The origins of the Cold War: the 1945 summit conferences and the breakdown of the USA-USSR alliance in 1945-6; Soviet expansion into Eastern Europe to1948, and American reactions to it; Occupation of Germany and the Berlin Blockade, The events of the Cuban Missile Crisis and the Vietnam War. The social, economic, political and environmental impact of the Vietnam War.


7

TOPICS

GENERAL OBJECTIVES Learners will:


5.1.5 United Nations Organisation

understand how effective the United Nations Organisation has been

describe how the organisation of the United Nations (UN) has hindered its effectiveness

discuss case studies of the United Nations (UN) in action: the Korean War and the Congo (Democratic Republic of the Congo)

evaluate the work of the United Nations (UN), and with reference to Human Rights issues.

Specified content: The aims of the United Nations (UN), the organisation of the United Nations (UN), its agencies and their work. The implications of the growth of membership: Admission of developing nations and China. Case studies on the work of the UN in Korea (1950-3) and in the Congo (1960-4).The UN and Human Rights issues.


8

TOPICS



5.2 Theme : Namibia 1915- 2000 and South Africa 1948-1994

5.2.1 Namibia under South African occupation 1915-1990

understand the nature of South African occupation of Namibia

understand the conflict between the United Nations (UN) and South Africa over Namibia

understand the impact of Apartheid on Namibia

describe the Mandate system with reference to Namibia

discuss the confiscation of land and cattle by South Africans

discuss the nature of the League of Nations control over Namibia

evaluate the extent to which South Africa carried out the mandate.

discuss the nature of United Nations (UN) control over Namibia

explain why South Africa rejected United Nations (UN) control over Namibia

explain how South Africa tried to annex Namibia

explain why South Africa tried to annex Namibia

evaluate the UN efforts to gain control over Namibia.

explain why South Africa enforced Apartheid on Namibia

explain how South Africa enforced Apartheid on Namibia

discuss the social, economic and political impact of Apartheid on the Namibian society

evaluate the social , economic and political impact of Apartheid on the Namibian society, and with reference to the violation of individuals’ rights

evaluate the effects of the division of the Namibian society into different groups.


9

TOPICS



5.2.2 The struggle for independence and its consequences 1915-2000

understand the nature of Namibian resistance to South African rule

understand how Namibia achieved independence and its re-introduction to the regional and international community

describe the formation of nationalist movements

discuss the various forms of resistance i.e. labour unions, independent churches, pressure groups (external and internal), armed struggle, etc.

describe efforts to grant Namibia self-government

evaluate United Nations (UN) involvement in achieving independence

assess post-independence developments and challenges

explain why Namibia became a member of the Southern African Development Community (SADC)

discuss Namibia as a member of the United Nations and the Commonwealth.

5.2.3 South Africa 1948 – 1994

understand the nature of the apartheid state

understand why minority rule came to an end

explain why the National Party won the election of 1948

discuss how the apartheid system was established in South Africa

evaluate the impact of apartheid on the peoples of South Africa, and also with reference to the violation of Human Rights

assess the effectiveness of government repression of opposition to apartheid.

describe the various forms of resistance to apartheid

explain who benefited from apartheid

explain why opposition to apartheid increased

discuss the importance of external and internal factors in ending apartheid

evaluate the significance of the roles of Nelson Mandela, F.W.de Klerk and others in ending minority rule


10

Specified content: South African occupation of Namibia from 1915; the nature of South African rule and its effects on the Namibian people; the League’s mandate system. The ending of the League’s mandate; the establishment of United Nations (UN) trusteeship, South African refusal to accept United Nations (UN) control. The Homeland Policy, the Odendaal Plan, the Contract Labour System. The Segregation of Namibian Society: housing, employment and education. Nationalism, SWAPO, the Windhoek Massacre of 1959. The role of: the churches, labour unions, the Eastern countries, the Western Contact Group, the OAU (African Union). The achievement of independence. Pressure from Black South Africans on the South African government. The Turnhalle Conference, UN Resolution 385, The 1986 Tier government, MPC, Transitional Government of National Unity, the United Nations (UN) Commission, the International Court of Justice, mediation efforts, the Western Five, United Nations (UN )Resolution 435, UNTAG, the registration of voters, the elections of 1989. Namibia’s role in SADC, importance of organisation for member countries, Namibia’s involvement in the United Nations (UN), the Commonwealth and support for members. The impact of the Second World War on South Africa. The 1948 election and the victory of the National Party. The apartheid system: the Apartheid laws: the Prohibition of Mixed Marriages Act, 1949, the Group Areas Act, 1950, the Separate Amenities Act, 1953 and the Bantus Education Act, 1953. The impact of Apartheid on the people of South Africa, the enforcement of Apartheid, repression, e.g. Sharpeville. Opposition to white minority rule: the campaigns of the African nationalist organisations, the Sharpeville massacre of 1960 and the Soweto uprising of 1976, the roles of leaders such as Steve Biko and Nelson Mandela in organising resistance, increasing international condemnation of apartheid, the collapse of apartheid, factors leading to abandonment of minority rule, the roles of F.W de Klerk and Nelson Mandela in the transfer of power, establishment of majority rule. The elections of 1994 and the appointment of Mandela as President.


11

5.3 Depth Studies

One of the Following Depth Studies will be prescribed each year. Candidates must study the prescribed depth Study with reference to the

assessment objectives listed under Critical Analysis (as well as assessment objectives listed under Knowledge with Understanding).

Depth Study A

Depth Study B

Depth Study C

TOPICS

GENERAL OBJECTIVES Learner will:


5.3.1 Depth Study A: Namibia – resistance to foreign rule

Resistance to German rule, 1884 - 1915

understand the reasons for German occupation of Namibia

understand the impact of German rule on the Namibian people

understand the reasons for the resistance to German rule

understand the nature of the German reaction to Namibian resistance

understand the extent and effectiveness of Namibian resistance

describe and explain how and why Namibia was colonised by Germany

determine the impact of colonial rule on the Namibian people

explain the worsening relations between Germans and Namibians

discuss the resistance of German rule by Namibians including the uprising of 1893-1894

describe and explain the rising of the Herero and Namaqua 1904- 1907

describe the genocide in Namibia and its impact on the Namibian people


12

TOPICS

GENERAL OBJECTIVES Learner will:


Resistance to South African rule 1945-1990

understand the nature of Namibian resistance to South African rule

understand the range of organisations inside and outside Namibia supporting resistance to South African rule

understand the events of the Namibian War of Independence from 1966 to 1990

understand why the struggle for independence was eventually successful.

understand how Namibia achieved independence

explain the formation of different nationalist movements in Namibia

describe the different types of organisations supporting resistance including the churches, labour unions, student organisations, pressure groups( external and internal), political parties

explain the different methods used in the resistance including petitioning, peaceful protest , strikes, propaganda, rallies, armed struggle

explain why SWAPO began to use force

evaluate the support Namibia received during the liberation struggle with specific reference to Angolan and Cuban support

explain South Africa’s reaction to Namibian resistance.

explain the change in South African attitudes towards Namibia

describe efforts to grant Namibia self-government

evaluate United Nations (UN) involvement in achieving independence


13

Specified content: Establishment of German colonial rule: the role of Adolf Lüderitz, missionaries and traders. The nature of German colonialism: protection treaties,

divide and rule and police zone. Resistance to German colonial rule (War of National Resistance): discuss the resistance of German rule by

Namibians including the uprisings of 1893-1894 and the rising of the Herero and Namaqua 1904- 1907. The factors that led to the colonial

resistance; land, cattle confiscation, colonial oppression and genocide, the role played by Chief Hendrik Witbooi, Jakob Marengo, Kahimemua,

Nguvauva, Nehale Lya Mpingana and Mandume Ndemufayo and others. The genocide in Namibia and its impact on the Namibian people.

Resistance to South African rule – nationalism : SWANU , OPC,OPO,SWAPA(and PLAN),SWAPO, the Herero Chiefs Council, the Tribal Damara Council , CANU, the Liberation Committee, the Windhoek Massacre of 1959, the 1966 Toivo Ya Toivo Court case, Omugulugwombashe. The role of different players during liberation struggle: the churches, labour unions, the Eastern countries, the Western Contact Group, the OAU (African Union). Security legislation, military intervention, Koevoet, SWATF, Cassinga, the State of Emergency, Angolan and Cuban support. The achievement of independence. Pressure from Black South Africans on the South African government. The Turnhalle Conference,United Nations

(UN) Resolution 385, The 1986 Tier government, Multi-Party Conference (MPC), Transitional Government of National Unity(TGNU), the United

Nations (UN ) Commission, the International Court of Justice, mediation efforts, the Western Five, United Nations (UN). Resolution 435, United

Nations Transitional Assistance Group (UNTAG), the registration of voters, the elections of 1989. Namibia’s role in SADC, importance of

organisation for member countries, Namibia’s involvement in the UN, the Commonwealth and support for members.


14

TOPICS



5.3.2 Depth Study B: Russia 1905–41

understand why the Tsarist regime collapsed in 1917

understand how the Bolsheviks gained power and consolidated their rule

understand how Stalin gained and held on to power

understand how Stalin controlled USSR

discuss how the Tsar survived the 1905 revolution

explain how well the Tsarist regime dealt with the difficulties of ruling Russia 1905 to 1914

evaluate how far was the Tsar weakened by the First World War

explain why the revolution of March 1917 was successful.

explain how effectively the Provisional Government ruled Russia in 1917

explain why the Bolsheviks were able to seize power in November 1917

explain why the Bolsheviks won the Civil War

evaluate how far the New Economic Policy (NEP) was a success

explain why Stalin and not Trotsky emerged as Lenin’s successor.

explain why Joseph Stalin launched the Purges

discuss methods used by Joseph Stalin to control the Soviet Union

evaluate how complete Joseph Stalin’s control was over the Soviet Union by 1941.


TOPICS



Depth Study B: Russia,1905–41 (continued)

understand the impact of Stalin's economic policies

explain why Joseph Stalin introduced the Five-Year Plans

explain why Joseph Stalin introduced collectivisation

evaluate how successful Joseph Stalin’s economic changes were

evaluate how the Soviet people were affected by these changes. Specified Content:

The main features of Tsarist rule and Russian society before the First World War: the 1905 Revolution and its aftermath, 'reform and repression

under Stolypin, The First World War and its impact on the Russian people, the March Revolution of 1917, the Provisional Government and the

Soviets, the growing power of revolutionary groups, reasons for the failure of the Provisional Government, the Bolshevik seizure of power, the

role of Lenin, the main features of Bolshevik rule, the Civil War and War Communism, and reasons for the Bolshevik victory, the Kronstadt

Rising and the establishment of the New Economic Policy, Vladimir Lenin’s death and the struggle for power, reasons for Stalin’s emergence

as leader by 1928, Joseph Stalin’s dictatorship: use of terror, the Purges, propaganda and official culture. Joseph Stalin’s economic policies

and their impact: the modernisation of Soviet industry, the Five-Year Plans, to dekulakisation' to collectivisation in agriculture, life in the Soviet

Union: the differing experiences of social groups, ethnic minorities and women.


TOPICS

GENERAL OBJECTIVES The learners will:

SPECIFIC OBJECTIVES The learners should be able to:

5.3.3 Depth Study C: Germany, 1918 – 1945

understand how far the Weimar

Republic was doomed from the

start

understand why Hitler was able

to dominate Germany by 1934

understand how the Nazis

controlled Germany between

1933-1945

understand what it was like to live

in Nazi Germany

assess the condition of Germany at the end of the First World War,

and also with reference to its environment

discuss the impact of the Treaty of Versailles on the Weimar

Republic

evaluate to what extent the Weimar Republic recovered after 1923

discuss the achievements and failures of the Weimar period.

explain what the Nazi Party stood for in the 1920s

explain why the Nazis had little success before 1930

explain why Hitler was able to become Chancellor by 1933

discuss how Hitler consolidated his power in 1933-1934.

discuss how much opposition was there to the Nazi regime

explain how the Nazis dealt with their political opponents, and also

with reference to the violation of Human Rights.

discuss how the Nazis used culture and the mass media to control

the German people

explain why the Nazis persecuted and exterminated many groups in

German society

evaluate whether Nazi Germany was a totalitarian state.


TOPICS

GENERAL OBJECTIVES The learners will:

SPECIFIC OBJECTIVES The learners should be able to:

Depth Study C: Germany, 1918 – 1945 (continued)

discuss how young people reacted to the Nazi regime

evaluate the success of Nazi policies towards women and the family

explain Nazi economic policies before and during the war

evaluate whether most people in Germany benefited from Nazi rule

explain how the coming of war changed life in Nazi Germany.


Specified Content:

The revolution of 1918 and the establishment of the Weimar Republic. The Versailles settlement and German reactions to it. The Weimar

constitution, main political divisions, the role of the army. Political disorder, 1919-23; economic crises and hyper-inflation; the occupation of the

Ruhr. The Stresemann Era. Cultural, economic and political achievements during the Weimar period.

The early years of the Nazi Party: Nazi ideas and methods, the Munich Putsch, the roles of Hitler and other Nazi leaders. The impact of the

Depression on Germany: Political, Economic and Social crisis of 1930-33, reasons for the Nazis’ rise to power, Hitler takes power, the

Reichstag Fire and the Election of 1933.

Nazi rule in Germany: The Enabling Act, the Night of the Long Knives, the death of von Hindenburg, removal of oppositions, methods of control

and repression, use of culture and the mass media to promote Nazism. Economic policy including rearmament. Different experiences of Nazi

rule: women and young people, Nazi educational curriculum, anti-Semitism, persecution of minorities and churches. Opposition to Nazi rule.

Impact of the Second World War on Germany: Conversion to war economy and the Final Solution.

NSSCO History Syllabus Grades 10 - 11, NIED 2018 19

6. ASSESSMENT OBJECTIVES The two assessment objectives are: A Knowledge with Understanding B Critical Analysis

A description of each assessment objective follows.

A Knowledge with Understanding

Learners should be able to: 1. recall, select, organise and deploy relevant knowledge of the syllabus content; 2. demonstrate an understanding of:

change and continuity, cause and consequence, similarity and difference significance;

the motives, emotions, intentions, beliefs and values of people in the past.

B Critical analysis

Learners should be able to: 1. interpret and evaluate a variety of historical sources and their uses as evidence, i.e.

to comprehend;

to locate, extract and infer information;

to distinguish between fact, opinion and judgment;

to indicate deficiencies, such as gaps and inconsistencies;

to detect bias, and to make judgments about reliability and utility;

to reach conclusions based upon the use of a range of sources as evidence;

to identify and base judgments upon different interpretations of the past. Although the assessment objectives are expressed separately, they are not wholly discrete.


7. SCHEME OF ASSESSMENT

All learners must be entered for both papers.

Differentiation

Differentiation will be achieved by outcome. Learners will answer questions from common papers. Answers will be marked using levels of response mark schemes. These schemes will reward positive achievement at all levels.

Description of papers

Grades available A*-G

Paper 1 2hours 30 Minutes 80 marks This paper consists of two sections. Section A will contain four questions on International Relations since 1919. Learners will answer any two questions. Section B consists of two parts. Part 1 Namibia 1915- 2000, Part 2 South Africa 1948 -1994. Each part will contain two questions. Learners will answer two questions, one from each Part. The questions will use stimulus material and will test Assessment Objectives A1 and A2. Each question will carry 20 marks.

Paper 2 2h15 minutes 40 marks Depth studies. One question, structured into five parts, will be set on the prescribed Depth Study. The question will be based on a range of sources and will carry 40 marks. The primary focus of this paper will be Assessment Objective B, but aspects of Assessment objectives A1 and A2 will also be assessed. Learners must answer one depth study prescribed per academic year. Namibia Depth Study 2020- 2021 Russia Depth Study 2022- 2023 Germany Depth Study 2024


SPECIFICATION GRID

Paper Weighting of papers Assessment objectives

assessed Marks Percentage

1 80 62 A1 and A2

2 40 38 B and also A1 and A2

WEIGHTING OF ASSESSMENT OBJECTIVES

Paper

A1 A2 B

1 32 marks 48marks -

2 17 marks 8 marks 25 marks

Overall weight 38% 43% 19% = 100%


8. GRADE DESCRIPTIONS

Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by learners awarded particular grades. The grade awarded will depend in practice upon the extent to which the learner has met the assessment objectives overall and might conceal weakness in one aspect of the examination which is balanced by above average performance in some other. Learners will be graded on a scale of A* - G. The descriptors for judgmental thresholds (A, C, E, and G) are given below. A Grade A the learner will be expected to:

recall, select, organise and deploy historical knowledge accurately to support a coherent and logical argument;

communicate in a clear and coherent manner using appropriate historical terminology;

demonstrate an understanding of the complexity of historical concepts; distinguish clearly between cause and consequence, change and continuity, similarity and difference by the selective deployment of accurate and relevant historical evidence;

show an understanding of individuals and societies in the past; understand the importance of trying to establish motives;

interpret and evaluate a wide range of historical sources and their use as evidence; identify precisely the limitations of particular sources; compare and contrast a range of sources and draw clear, logical conclusions.

A Grade C the learner will be expected to:

recall, select and deploy relevant historical knowledge in support of a logical argument;

communicate in a clear and coherent form using appropriate historical terminology;

distinguish between cause and consequence, change and continuity, similarity and difference by the development of accurate though limited evidence;

reveal an understanding of individuals and societies in the past;

interpret and evaluate historical sources and their use as evidence; indicate the limitations of particular sources; compare and contrast a range of sources and draw coherent conclusions.

A Grade E the learner will be expected to:

recall a limited amount of accurate and relevant historical knowledge;

identify and describe some reasons, results and changes in relation to the events, personalities and developments studied;

demonstrate a basic understanding of the historical concepts of causation, change and continuity, similarity and difference;

display knowledge of the perspectives of other people based on specific examples of situations and events;

comprehend sources of information and, taking them at their face value, begin to consider their usefulness for investigating historical issues and draw simple conclusions.


A Grade G the learner will be expected to:

recall and deploy some relevant knowledge of the syllabus content;

use simple historical terminology and communicate in an understandable form;

describe a few features of an event, issue or period, including characteristic ideas, beliefs

and attitudes;

identify some differences between ways in which events, people or issues have been

represented and interpreted;

interpret and evaluate historical sources and their use as evidence in a limited way; make

comparisons between pieces of evidence without drawing conclusions. 9. GLOSSARY OF TERMS This glossary defines or explains some of the historical terms and phrases used in the syllabus.

Anti- Semitism - hostility to or prejudice against Jewish.

Apartheid - the policy of the white South African government developed and refined

since 1948, of dividing South Africans into racial groups according to their skin colour,

and of segregating them by racial groups in work, housing, civil and legal rights,

transport, recreation, etc.

Appeasement policy - foreign policy followed by the British Government, and later by

the French, in their dealings with the Axis powers from 1937-39. It was designed to avoid

war by giving way to some of their demands and by conceding territory to them, notably

the Sudetenland area of Czechoslovakia by the Munich Agreement in 1938.

Assertion- insistent and positive affirming, maintaining, or defending (as of a right or

attribute).

Assertions - a positive statement or declaration, often without support or reason

Audience - targeted group for the information.

Author - the person who wrote/drawn the information.

Berlin Wall - was a wall built to separate West Berlin from East Berlin in order to stop

East Germans from moving to West Germany so that East Germany can recover

economically.

Bias: prejudice for or against one person or group, especially in a way considered to be

unfair.

Blockade - cutting a place/roads off by surrounding it with troops or ships by the

Russians to stop the Americans, British and French to provide food and medical supplies

to their zones.

Choice - an act or instance of choosing.

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Collectivisation - process by which farm land in communist countries is transferred from

individual ownership to common ownership in collective farms. Collectivisation was

carried out on a massive scale in the USSR in the 1930s and the People’s Republic of

China in the 1950s.

Colonialism - the methods and policies by which a country gains colonies and maintains

or extends its control over them. The term implies that colonies have no real political

independence and little control over their economies; it has therefore become a

derogatory term in the twentieth century.

Commonwealth - an association of independent nations, dominions and dependent

territories which once belonged to the British Empire and which now accept the British

monarch as a symbol of the association between them.

Comparison- a consideration or estimate of the similarities or dissimilarities between

two things, people or sources.

Contextual Knowledge - is knowledge in context, information or skills that have

particular meaning because of the conditions that form part of their description.

Copying - to produce something that is exactly like another thing or to do something

meant to be like someone or something else.

Crossed references - are a note in an extract or source which tells you that there is

relevant or more detailed information in another part of the sources or extract.

Date - when information or picture published.

Hindsight - understanding of a situation or event only after it has happened or

developed.

Inference (s) - is said to be valid if it's based upon sound evidence and we may infer

from the character of the ruins the origin of the fire that.

Interpretation- the action of explaining the meaning of something.

Judgement - the ability to make considered decisions or come to sensible conclusions.

Limitations - are a fact or situation that allows only some actions and makes others

impossible.

Mandates - territories taken from the defeated German and Turkish empires after World

War I and placed under the temporary administration of the victorious powers because

they were not considered able to govern themselves.

Message - a significant political, social, or moral point that is being conveyed by a film,

speech, written source, cartoon etc.

Misinterpretation - putting the wrong interpretation on; a failure to understand correctly.

Nationalism - movements to strengthen the common bonds of language, religion,

history among people especially in states where these are not recognised. In such

https://www.igi-global.com/dictionary/contextual-knowledge/5674


cases nationalists attempt to gain the right of national self-determination or become

states in their own right or to press for greater recognition of national culture.

Nazi-Soviet Pact – agreement between Nazi Germany and the Soviet Union in 1939 not

to fight each other in the event of a European war. In a secret addition to the Pact, they

also agreed to divide Poland between them. Also known as the Ribbentrop-Molotov Pact

after the German and Soviet foreign ministers who negotiated it.

New economic policy- An economic policy used by Lenin after the Russian Civil War. It

was a reversal from War Communism as it combined aspects of capitalism and state

control. It was abolished in 1928 by Stalin.

One – sided - is when showing only one opinion or point of view one-sided in a

sentence.

Paraphrasing - a restatement of a text, passage, or work giving the meaning in another

form.

Primary source - is a document, diary, manuscript, autobiography, a recording, or any

other source of information that was created at the time under study.

Propaganda - A form of communication that is aimed at influencing the attitudes of

others towards some cause or position.

Provenance (Attribution)- is the history of ownership of a valued object or work of art

or literature. The provenance of something is the place that it comes from or that it

originally came from.

Purges - the expulsion from the Communist Party of the Soviet Union of corrupt or

politically unreliable members. Under Stalin, purges led not only to expulsion from the

party but often also to the imprisonment and execution of many party and armed forces

leaders, particularly during the Great Terror.

Purpose - is the advanced reason why something is done or used.

Regime - term describing the form of government in a state – e.g. a ‘military regime’ is

government by the armed forces; a ‘Marxist regime’ is government by communists; etc.

Reliable source - is any source that has competence in the field of interest, without any

biases or conflicts of interest related to the topic. Finding reliable sources is important in

order to ensure that what is written or reported is accurate.

SADC - the Southern African Development Community, member countries aim to

develop stronger economic and commercial links with one another.

Secondary source - is one that was created later by someone who did not experience

first-hand or participate in the events or conditions you're studying e.g. textbooks and

articles.


Support source - information that supplies relevant information.

Surprise - is the feeling caused by something unexpected happening.

Totalitarian state - a country where no opposition (rival parties, political debate) to the

ruling party is allowed. Exchange in Wall Street, Manhattan, from 24-29 October 1929.

The Crash led to the failure of many banks and companies, and hastened the onset of

the Great Depression.

Usefulness - the quality of having utility and especially practical worth or applicability.

Weimar Republic - The name given to the democratic German state between 1919 and

1933. It faced many problems and was blamed by some Germans for the harsh terms of

the Treaty of Versailles. It did have some successes such as reforming the currency. It

was swept away by Hitler in 1933.


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